The Danish - Undervisningsministeriet

More documents

Recommendations

Info

1 Introduction to the Danish VET system The Danish VET system is part of the overall youth education system and aims at developing the general, personal and vocational skills of young people. The overall objectives of VET are laid down in the Act on Vocational Education and Training 3 . According to this, the aim of the programmes is not only to provide the trainees with vocational qualifications, which are formally recognised and in demand by the labour market, but also to provide them with general and personal qualifications that open up the trainees’ possibilities for lifelong learning and for active citizenship. The system is based on three main principles: 1) the dual training principle, i.e. periods in school alternating with periods of training in an enterprise. This principle ensures that the trainees acquire theoretical, practical, general and personal skills which are in demand by the labour market; 2) the principle of social partner involvement, whereby the social partners take part directly in the overall decisionmaking and daily running of the VET system; 3) the principle of lifelong learning, i.e. the system is highly flexible, offering learners the possibility of taking part of a qualification now and returning to the VET system at a later point in time to add to their VET qualifications in order to access further and higher education. Furthermore, VET and continuing VET (CVET) are integrated in order to ensure coherence between different qualifications and competence levels. 3 The Act on Vocational Education and Training LBK no. 561 of 06/06/2007. 11
Introduction to the Danish VET system A definition: The terms VET, initial VET (IVET), and continuing VET (CVET) are often used in different ways in different EU Member States. In this publication, the term VET is used about the system and the programmes providing recognised vocational qualifications for practice within a certain trade or profession. The VET system includes four types of programmes: agricultural, commercial, social and health care and technical programmes. The system is part of the Danish youth education system, and as such, is primarily targeted at young people (16+). However, the average age of trainees in VET is 22, and the VET system also offers a wide range of possibilities for adults (25+). Furthermore, the trend is towards an integration of IVET and CVET in one system in order to make the provision of VET transparent, flexible and attractive. Facts and figures about VET in Denmark Approximately one third of a youth cohort enrols in a VET programme after basic schooling (2007). There is a decrease in the number of young people who enter a VET programme as the trend is currently for young people to opt for the more academically-oriented upper secondary education programmes. The most popular programmes are the commercial, building and construction, technology and communication, and the social and health care programmes. The drop-out rate is high. Only around 70% complete the basic course and 80% complete the main course. Many of the trainees who drop out continue in other VET programmes or in the general upper secondary education programmes. Nonetheless, 40% of all dropouts are estimated not to continue any education or training programme within the next ten years. The drop- 12
Page 1 and 2: 2 nd edition The Danish Vocational
Page 3 and 4: The Danish Vocational Education and
Page 5 and 6: Preface Danish VET is organised acc
Page 8 and 9: Table of Contents 3 Preface 9 Facts
Page 10: Facts about Denmark Denmark is a sm
Page 15 and 16: Introduction to the Danish VET syst
Page 17 and 18: An involving system The Ministry of
Page 19 and 20: An involving system is to ensure th
Page 21 and 22: An involving system Providers The V
Page 23 and 24: An involving system training and th
Page 25 and 26: A flexible system vocational colleg
Page 27 and 28: A flexible system Facts about the n
Page 29 and 30: A flexible system Figure 3 Structur
Page 31 and 32: A flexible system depending on thei
Page 33 and 34: A flexible system The main course I
Page 35 and 36: A flexible system and skills, whils
Page 37 and 38: An inclusive system a youth educati
Page 39 and 40: An inclusive system to access the m
Page 41 and 42: An inclusive system wanting to foll
Page 43 and 44: A developing system Reform 1989 In
Page 45 and 46: A developing system Act no. 448 In
Page 47 and 48: A developing system for competences
Page 49 and 50: A developing system include the col
Page 51 and 52: A developing system Next steps The
Page 53 and 54: Bibliography Achieving the Lisbon g
Page 55 and 56: Relevant institutions and organisat
Page 57 and 58: Appendix The Danish education syste

The Danish - Undervisningsministeriet

Create successful ePaper yourself

Delete template?

Save as template?